Learning Area ENGLISH

Learning Delivery Modality ONLINE DISTANCE LEARNING - SYNCHRONOUS

School Indang National HS Grade Level 8

LESSON
Teacher Christian Joseph Herrera Learning Area English
EXEMPLA
R Teaching Date September 2021 Quarter First
Time 8:00 AM Number of Days 1

I. OBJECTIVES
At the end of the lesson, learners are expected to:
K – identify word meanings using context clues
S – recognize the type of context clue used within a sentence
A – acknowledge the importance of understanding unfamiliar words through the use of context clues

The learner demonstrates understanding of: African literature as a means of exploring forces that
A. Content human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic features
Standards that serve as carriers of meaning; ways by which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in presenting information
The learner transfers learning by composing and delivering an informative speech based on a specific
B. Performance
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive
Standards
devices and appropriate prosodic features, stance, and behavior.
C. Most
Essential
EN8V-If-6: Determine the meaning of words and expressions that reflect the local culture by noting
Learning
context clues
Competencies
II. CONTENT Context Clue

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning PowerPoint slides
Resource (LR)
Portal
B. List of
Learning PowerPoint presentation
Resources for Activity Sheets
Developmental Movie Clips
and Engagement Short Poem
Activities
IV.
Integrative Approach [Scaffold – Knowledge Integration] The 4A’s Activity
PROCEDURES

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 A. Preliminaries
 Prayer and morning greeting.
WHAT I NEED TO KNOW?
1. identify word meanings using context clues
2. recognize the type of context clue used within a sentence
3. acknowledge the importance of understanding unfamiliar words through the use of context
clues
WHAT’S NEW?
Now, watch a short comic clip. Observe what might happen if a word is unfamiliar to you.
A. Introduction https://youtu.be/6spWj7Ol3x0

Processing Questions:
1. What could have Josh avoided if he understood the meaning of rapture?
2. What was the problem why Josh did not understand the meaning of rapture?
3. What do you usually do when you encounter an unfamiliar word?
4. Do you look for the meaning in a dictionary/mobile dictionary app?
5. What if those references aren’t available, how do you identify the meaning of the unfamiliar
word?

B. Development
and Engagement WHAT I KNOW
Let’s read and answer:
The lawyer had tangible evidence, such as a hammer, a car, and keys, to show that the person stole the
car.
1. What is the word in the sentence that seems to look unfamiliar?
2. What do you think is the meaning of “tangible” as used in the sentence?
3. How did you know the answer? What word help you identify the meaning of the unfamiliar
word?
WHAT IS IN?
Let’s find the clues!
Look for the clues for each of the sentences to understand the meaning of the unfamiliar word.
1. The string was so taut that you could not stretch it any more without breaking it.
2. Constellations, such as The Little Dipper and The Big Dipper, can be seen in the night sky.
3. Nutritious foods, such as fruits and vegetables, help our bodies grow.
WHAT IS IT?
A. What is context clue?
Context clues are hints found within a sentence, paragraph, or passages that a reader can use to
understand the meaning of a new/unfamiliar word.
B. What are the different kinds of context clue?
1. Definition clue-the unfamiliar word is defined in the sentence.
Example: Ossicles are three small bones in the middle of the ear.
2. Example clues-samples are provided in the sentence to understand the meaning of the
unfamiliar word.
Example: Piscatorial creatures, such as milkfish, tilapia and tuna, can be found fresh in the
market.
3. Synonym/restatement clue-a similar word is placed in the same sentence to know the meaning
of the unfamiliar word.
Example: The mountain pass was a tortuous road, winding and twisting like a snake around the
trees of mountainside.
4. Antonym/contrast clue-an opposite word is placed in the same sentence.
Example: He is a lively conversationalist, but she was reserved and taciturn.

WHAT IS MORE?
Let’s read and answer!
read the poem by Maribel Azote Cabalan – Buco

Tick tock, tick tock, I am stuck!

How can I unlock? How can I unlock?
When unfamiliar words are the ones that block!
Strategize, strategize, vocabulary wise!

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 Familiarize, familiarize, the words that arise
Hints here, signals there, clues are everywhere
Categorize, conceptualize, and then contextualize
Context clues are the ones that guide.
Questons:
1. What can you say about the poem?
2. Do you find difficulty in understanding the poem?

WHAT ELSE I CAN DO?

List down the words in the poem that are new to you.

WHAT I HAVE LEARNED?

Quiz #1.
Directions: Identify the type of context clue used in each sentence
1. 1. The student was suffering from anxiety. For example, when he first saw the test, he began to
tremble.
2. 2. A biographer, or one who writes about people's lives, is an example of an author.
C. Assimilation 3. 3. Some people think that IT careers are boring. However, most feel that it’s very stimulating.
4. 4. The new student used a very strange diction. For instance, she called the trunk a “boot” and
her apartment a “flat.”
5. 5. The top of the mountain trail offered a panoramic, or wide-ranging, view of the valley
below.

WHAT I CAN ACHIEVE?

Make a concept map showing the kinds of context clue.
V. After the discussion, I learned that _________________________________________________
REFLECTION ______________________________________________________________________.

Prepared by: Checked by: Noted by:

Christian Joseph Herrera CELIA A. TOLENTINO Dr. FELINDA E.

CRUZ
Teacher I, English 8 Head Teacher III, English Principal III, LNHS

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Rubrics for the concept map